Universality

This narrative has a lot to offer the pupil, not least because of the arrival of citizenship education in schools. It highlights the local community as well as the kingdom of God community.

In a world which seems in danger of fragmenting into nationalism and racism, it is often hard for human beings to accept the diversity and the equality of status of others. Christianity challenges the world to be accepting of others for what they are, God’s creation, and not dismissive because of colour, race, behaviour, wealth or any other external factor. Zacchaeus’ behaviour had cut him off from his fellow citizens. It was selfish and anti-social and he was not popular. But once he was faced with his real self, in the presence of the love and acceptance of Jesus, he was willing and able to change.


Questions

1. Why did Jesus’ method work with Zacchaeus?
2. Can you have ‘sinners’ in a society which does not believe in God?
3. Why do some people find it so hard to accept those whose life-style is so different from other people’s and whose standards fall ‘below’ what society expects?
4. What type of behaviour nowadays is unacceptable to others?
5. What reactions are aroused in society by other people’s ‘sinfulness’ (satisfaction, superiority, shame, condemnation etc.)? What do you think are the roots of these reactions
6. What divides our world? Do people care that it is divided?
7. As well as looking for similarities between people, faiths, and societies, what happens when difference is not recognised? What are the proper ways of respecting difference without causing division?

Reaction to and treatment of ‘sinners’

Zacchaeus lost his place in society because of his behaviour. People ‘grumbled’ about Jesus for taking notice of such a person. People still today are dismissive of those whose behaviour doesn’t meet certain expected standards. There is a great desire to see the ‘sinner’ ‘pay the price’ for the wrongdoing. Reactions can even engender violence and protests. The media has a field day when this happens.

However, throughout the gospels Jesus emphasises that God’s way is different and that hating the sin is not the same as hating the sinners.

Questions

1. How far does religion still influence the standards of society and individuals today?
2. Who are the people that modern society seems to ostracise?
3. What encourages the stereotyping of groups of people as ‘sinners’?
4. Why might ‘self-righteousness’ be the worst sin? Might self-righteousness be likely to increase in a society which rejects God?
5. Is punishment or reform more important for the prisoner?
6. In what ways are pupils ostracised in school? How guilty are schools of labelling pupils? Do schools provide enough chances and opportunities for pupils to change their behaviour?
7. Some ‘sins’ create outcasts of either the perpetrators or the victims e.g. bullying. What situations like this occur in school? How can they be dealt with constructively?

Wealth

Modern society, like most societies before it, is immersed in the pursuit of wealth and all the dangers that that brings with it. People are encouraged to buy more through advertising and status is given to those who have money. Pupils need to reflect on the place of money in life, to increase their awareness of its power and gain a critical approach towards consumerism and materialism. They should be able to contrast wealth in money terms with the riches that can be acquired in other ways.

Questions

1. What encourages the belief that money is the key goal in life nowadays?
2. What power can money buy? What temptations does it present?
3. What dangers are inherent in trusting money?
4. Why is it said that the problem with money is not money itself but the love of money?
5. What measures can be taken to keep money in perspective?
6. Where else does wealth lie, if not in money?
7. Why is the love of God not compatible with the love of money?

Cheating

Zacchaeus’ sin was cheating people, taking more money in taxes than he should have done. Cheating appears in many guises and situations and must be one of the commonest forms of ‘wrong-doing’. It shows a lack of concern for the feelings and rights of other people. People for example, in relationships, sports, business, examinations, homework, false declarations. Pupils encounter cheating from an early age, whether it is in a game that they are playing or in a bag of sweets that someone fails to share out fairly. It’s tied up with justice and fairness, all of which are part of children’s lives. It is important that this aspect of life should be exposed to discussion and pupils allowed to reflect on its implications for their lives and society in general.

Questions

1. Why is cheating such a common feature in everyday life?
2. What feelings result from cheating someone and from being cheated?
3. Why does cheating spoil personal relationships?
4. In what ways might people cheat themselves?
5. Can cheating be prevented? If so, how?
6. Can people cheat on God? In what way?
7. How did Jesus make it easy for Zacchaeus to own up to his cheating?

Role models

Perhaps Zacchaeus was in search of something when he hid up the tree to catch a glimpse of Jesus. Although he had plenty of money, there was a lot missing from his life. When he met Jesus, he took no time at all in recognising that his real need was not money but a new way of being. Selfishness had been his guiding principle. Now Jesus replaced that. Jesus can be presented as someone whom people over 2000 years have admired enough to follow as an example of how life can be lived. That does not mean the teacher is presenting the person of Jesus, expecting pupils to become Christian disciples. Rather, Jesus’ followers illustrate the human need for inspiration from someone who can be admired because of the way they lived their life.

Questions

1. Why do people need to follow others? Is it a sign of weakness or courage?
2. Why has Jesus had such a large following? What aspects of Jesus’ life might appeal to people?
3. How important is it for young pupils to be inspired by the lives of special people?
4. What concerns might be raised about the type of role-model the media offers young people?
5. What is meant by ‘inspiring’ pupils, in relation to role models?

Challenging religion’s distorted image

‘I have not come to call the righteous, but sinners to repentance.’ This phrase sums up Jesus’ mission. It challenges the current view that being religious is just about being good rather than being bad. However, religion above all is about restoring and maintaining a relationship with God. Judaism and Christianity can in part be seen as a call from God to comfort the afflicted and afflict the comfortable.

Questions

1. What sort of behaviour requires repentance?
2. Why is it important for people to repent? What might result from people being able to off-load guilt?
3. Where do people’s ideas about the role of the church and religion come from? Where would you expect to get an accurate view from? How might the church be able to get its message across more effectively so people understand its purpose?
4. How important is it for human beings to challenge themselves in worthwhile pursuits? Which thrills and excitements could be seen as positive and which likely to lead to negative attitudes and results?
5. What experiences and attitudes can make people miserable and negative? Can they be changed? And if so, how?